English Language Teaching Curriculum Research Articles

The Impact of Talkpal.AI on English Speaking Proficiency: An Academic Inquiry

This study aims to investigate the impact of using Talkpal.AI in improving the English-speaking ability of university students. The research problem is to what extent Talkpal.AI can enhance fluency and intelligibility in English speaking. The research methodology used was quantitative research with an experimental approach where the experimental group used Talkpal.AI while the control group did not use the application. The research participants were university students with varying levels of English proficiency. Data was collected through an initial test to assess the level of English speaking ability before intervention with Talkpal.AI and a final test after a certain period of using the application. Then, an independent t-test was conducted with significant results. The findings of this study show that students have not widely used Talkpal.AI because they do not know the Talkpal.AI tool and are not facilitated by the institution. Participants in the experimental group showed considerably improved speaking fluency and clarity compared to the control group. In addition, survey results showed that participants had a positive perception of using Talkpal.AI to support English learning. This study confirms that Talkpal.AI positively impacts improving English speaking in a university setting. The implications of this research highlight the potential of Talkpal.AI as an effective tool in supporting English language learning in higher education institutions, as well as suggesting further integration of this type of technology in the English language teaching curriculum. Hopefully, this research provide valuable insights into the effectiveness of using Talkpal.AI in improving English speaking skills among university students. The results of this study can provide helpful information for developing more effective English learning strategies in the academic environment.

Effect of Phonological and Phonetic Interventions on Proficiency in English Pronunciation and Oral Reading

The current research aimed to know the effect of phonological and phonetic interventions in enhancing proficiency in English pronunciation and oral reading among teacher trainees. This study was of single-group pretest and posttest intervention designs. The sample size was selected through a stratified random sampling technique from teacher training colleges in Bengaluru. Two hundred and seven teacher trainees with L1 proficiency were chosen proportionately from Bangalore strata and orientated. Participants (N = 32) enrolled voluntarily in the intervention program for 20 hr. Intervention modules on phonology and phonetics were developed by the researcher and a segmental approach was adopted to teach modules in 20 sessions. After every session, the participants were allowed to record the modules in Audacity, a multiaudio recorder application. The recorded modules were interpreted, and scores were determined on number of intelligible words pronounced by the participants. Further, it was validated by the experts to authenticate the determined scores. The researcher applied oscillographic and observation methods to analyze the participants’ progress in pronunciation and oral reading proficiency levels during the experiment. The Wilcoxon signed-rank test was used to test the impact of intervention between the pretest and posttest (before and after intervention). The hypotheses testing revealed the difference between preintervention and postintervention scores in phonological and phonetic awareness and oral reading among teacher trainees, and the sig. value is less than 0.05 across all the attributes. This study insists that English phonology and phonetics must be a crucial part of the English language teaching (ELT) curriculum and highlights that teachers must be able to spot the most appropriate pronunciation teaching and train the students of English as a foreign language (EFL) with intricates of intelligible pronunciation. This study navigates the need for language proficiency among teacher trainees, especially in English pronunciation and oral reading, and substantiates the evidence that effective intervention and teachers’ knowledge of pronunciation enhance proficiency levels in pronunciation and oral reading among teacher trainees. Finally, it hopes that B.Ed colleges and teacher educators will be beckoned to use technology-integrated intervention to teach phonology and phonetics.

Challenges and Solutions in English Language Teaching (ELT) in Rural Settings: A Case Study in India

Language plays a crucial role in communication, shaping individuals' thoughts, emotions, and perspectives. English, as one of the most extensively spoken languages globally, holds significant importance, especially as a second language in India. The effective application implementation of English language curriculum at the primary level is paramount for fostering English language proficiency, especially in rural areas. However, the effective implementation of English Language Teaching (ELT) curriculum at the primary level faces considerable challenges in rural settings. In rural areas of India, ELT encounters formidable obstacles rooted in psychological, linguistic, institutional, and environmental factors. These challenges are compounded by historical and economic disparities, resulting in limited access to educational resources and a scarcity of proficient English teachers. Additionally, the absence of conducive learning environments and inadequate teacher preparation further impedes effective English language education. This research paper endeavours to address the myriad challenges confronting ELT in rural regions of India. Drawing from a case study approach, it aims to identify specific issues such as resource scarcity, teacher training deficiencies, and the lack of conducive learning environments. Furthermore, the paper proposes pragmatic solutions to overcome these obstacles and transform the rural educational landscape into a dynamic and enriching atmosphere for English language learning. This research analyses difficulties and potential solutions to improve English language instruction in rural areas. By highlighting the importance of addressing these challenges and implementing effective strategies, the paper aims to foster English language proficiency among rural students, thereby empowering them with enhanced communication skills and broader educational opportunities.

A Cross-cultural Comparison of ELT Curricula of Senior Secondary Schools in Mainland China and Hong Kong

English holds significant importance as a foreign language in Mainland China and Hong Kong, where ongoing curriculum revisions are shaped by economic and sociocultural advancements. Previous research on English Language Teaching (ELT) curriculum comparisons in Asia has frequently overlooked the exploration of underlying sociocultural and socio-political factors that contribute to the observed similarities and differences. Adopting a governmentality Perspective informed by Dean's analytics of government theory, this cross-cultural comparative study investigates the ELT curricula in senior secondary schools in Mainland China and Hong Kong. Through this analysis, the study explores how sociocultural and socio-political factors interact to influence the educational landscapes. By examining the dimensions of problematizations, rationalities, techne, and teleology within the curricula, the research uncovers common challenges, rationales, approaches, and objectives, as well as distinctions arising from the unique sociocultural, political, and economic contexts of Mainland China and Hong Kong. This examination underscores the profound impact of these contextual factors on ELT curriculum design, contributing valuable insights to the cross-cultural discourse. Furthermore, the findings lay the groundwork for future research and policy development in the realm of ELT curricula, emphasizing the need for additional studies employing diverse methods and focusing on the implemented and experienced curriculum in senior secondary schools to provide a comprehensive understanding of English language education in both Mainland China and Hong Kong.

Integrating Sustainability into English Language Teaching: A Quantitative Analysis of Outcomes

This research paper presents a quantitative analysis of the effectiveness of integrating sustainability themes into English Language Teaching (ELT). Acknowledging the growing importance of environmental consciousness, the study aims to evaluate how sustainability-focused ELT affects students' language proficiency and environmental awareness. Using data from various educational institutions that have adopted sustainability in their ELT curricula, the research employs statistical analysis methods to assess learning outcomes. The study's findings are anticipated to offer valuable insights into the dual benefits of ELT in fostering both language skills and environmental stewardship (Smith & Johnson, 2022).

Chinese EFL teachers’ understandings and implementation of task-based language teaching

Abstract Across China, English language teaching curricula have advocated for task-based language teaching (TBLT) for more than 20 years. Yet, there is reason to believe that practice varies widely. As such, this multiple case study sheds light on two Chinese teachers’ understandings and implementation of TBLT in a public primary school in Chongqing, southwest China. Data collection consisted of eight semi-structured interviews and eight classroom observations. Data were analyzed using qualitative content analysis. The analysis indicated that the teachers had basic understandings of TBLT, but their teaching was incongruent with its principles. Few tasks were observed in their lessons. Three main factors affected the teachers’ implementation of TBLT: (1) classroom management issues; (2) preparation and teaching resources; and (3) the teachers’ own tacit reluctance.

Development, Implementation, Evaluation, and Comparation Toward ELT Curriculum (A Case in Indonesia)

The study aims to shed light on the multifaceted landscape of English Language Teaching (ELT) curriculum in the context of its development, implementation, evaluation, and comparative analysis. The first phase of the study delves into the developmental aspect of ELT curriculum, examining the underlying theories, methodologies, and best practices that inform its construction. Through content analysis, and document review, the research seeks to uncover the pedagogical innovations, curricular adaptations, and the development of ELT curriculum. In the subsequent phase, the study investigates the practical implementation of ELT curriculum within the classroom environment. By employing classroom observations, content analysis, the research scrutinizes the translation of curriculum design into instructional practice, including the strategies used, the learning materials selected, and the student-centered approaches employed. The third phase of this study centers on the evaluation of ELT curriculum effectiveness. It utilizes assessment tools, outcome measurements, and student and teacher evaluations to gauge the impact of the curriculum on language proficiency, teaching effectiveness, and learning outcomes. Through a systematic review of different curriculum models, the study seeks to identify disparities, strengths, and weaknesses in diverse ELT approaches. This comparative perspective helps inform recommendations for potential improvements and adjustments in curriculum design and implementation. In summation, this qualitative study contributes to the ongoing discourse on ELT curriculum by unraveling its development, implementation, evaluation, and comparative aspects. By gaining a deeper understanding of the intricacies and variations within ELT curriculum, educators and policymakers can make informed decisions to enhance the quality of English language education.

Enhancing Digital Literacy Through English Language Teaching: A Needs Analysis for English Students at Muhammadiyah University of Mataram

The importance of digital literacy has grown significantly, making its integration into English language teaching (ELT) crucial. This study investigated the role of ELT in promoting digital literacy among English students at Muhammadiyah University of Mataram and identified their digital literacy needs. Using a mixed-methods research design, data were collected from students’ need through questionnaires and interviews, which assessed their digital literacy skills, technology use in ELT, and perceived needs for digital literacy development. The findings showed that students were interested in incorporating digital literacy into ELT and identified various digital tools, platforms, and skills they considered essential. Participants emphasized the importance of teacher guidance, language-specific digital resources, and training. The study recommends integrating digital literacy development into the ELT curriculum, providing accessible resources, and exploring further research opportunities. The results offer practical insights for language educators, policymakers, and researchers aiming to enhance digital literacy skills among English Department students through ELT.

Challenges in Developing an ELT Primary School English Grammar Curriculum in China

The national curriculum in China is the most crucial guideline for teaching in primary and secondary schools. This research looked at how English language teaching (ELT) preservice teachers in China learned to implement critical pedagogy (CP) through the process of co-constructing a compulsory ELT curriculum with ESL students (ELLs). Having a clear understanding of English grammar is essential to learn it successfully. Second language (L2) classrooms increasingly involve teachers and researchers in curriculum development and implementation. Different educational aims and objectives are reflected in how these educators communicate concerns about the second language acquisition process, mainly grammatical competence. The data for this qualitative study were obtained from (1) audio recordings of discussions between teacher educators and (2) audio recordings of discussions with students in primary school. Researchers and teachers have devised a syllabus to facilitate learning, teaching, and research in primary grammar classrooms that addresses their concerns. The syllabus can be adapted over time to meet the classroom's needs. Describe how to design a course that meets pedagogical goals based on experiences as a syllabus participant in this paper. Based on the procedure of ten-week classes, the author examines its approximate necessity and practicality from the perspective of the teaching objectives. The research's significant focus is exploring the integration and implementation of syllabus tasks and the associated challenges and issues. Furthermore, the syllabus's effectiveness in engaging students is also responsible for its reliability. The paper focuses on the new pedagogical approaches and analyses the potential future of ELT in China.

PRE-SERVICE ELT TEACHERS’ PERSPECTIVES OF LANGUAGE ASSESSMENT IN EMERGENCY DISTANCE EDUCATION

In the realm of education, and especially in English language teaching (ELT) field, the relationship between teaching strategies and the assessment process is very close. Like instructional strategies, current events like COVID-19 may have an immediate impact on assessment procedures. In order to better understand how traditional and alternative assessment types in emergency distance education relate to in-class instruction, this research sought to interview pre-service language teachers. Students from the ELT department in the 2nd (N: 60) and 4th (N: 66) grades participated in the study. A semi-structured interview was used in this mix-type study to triangulate the quantitative data after the participants completed a Likert-type questionnaire. Four key themes emerged from the independent sample t-test and content analysis: (a) Pre-service teachers for the 2nd and 4th grades differed significantly, and students in the latter grade are more accustomed to using alternative assessment methods; (b) Since 2nd grader students were largely unfamiliar with alternative assessment, there were statistical differences in the perspectives on traditional assessment; (c) 4th grade pre-service teachers favored skill-based assessment more than 2nd grade students; and (d) when it came to the integration of alternative and traditional assessment, there was no discernible difference between the students. In light of the study findings, it was proposed that alternative assessment types be included into the present ELT curriculum at earlier grade levels.

How are we preparing future English teachers?: A study of the curricular variations among selected efl undergraduate programs

In order to improve the pre-service formation in Ecuador, the government created an education standardized curriculum to be used for all Higher Educational Institutions (HEIs) offering education undergraduate programs. Unfortunately, when designing this curriculum, curriculum developers did not consider the particularities of all different pre-service programs existing in the country, for instance, English language teaching and focused more on primary education. This lack of consideration for different education undergraduate programs resulted in difficulties in adopting the standardized curriculum in other specializations. This research presents the different variations existing among the English language teaching curricula which resulted from the attempts to adopt the standardized curriculum in English language teaching pre-service formation; as well as the challenges and difficulties that curriculum developers faced during this process. Using a mixed-methods research methodology, results showed that curriculum variations revolve around the total number of practicum hours, low percentage of the use of English as a means of instruction, scarce common academic subjects despite the existence of common profession[1]al competencies, and differences in the total number of instruction hours.

PRE-SERVICE ENGLISH TEACHERS' READINESS TO DEVELOP DIGITALIZED AUTHENTIC MATERIALS WITH ISLAMIC VALUES

Pre-service English teachers still need to gain the competence to develop authentic materials with Islamic values, reflected by their low perceived readiness. To reveal their readiness, this study was conducted by using narrative inquiry. The data were gathered from the storytelling of pre-service English teachers pursuing master's degrees at IAIN Kediri. Participants in this study were one male and one female student with teaching experience. The data were analyzed by using thematic analysis. The data showed that the pre-service teachers believed the readiness to develop digitalized authentic materials with Islamic values could have been more optimal. It is because of the existing instructional materials provided by the government, their lack of confidence as new teachers, and their limited autonomous access to their classes as a new teacher. English textbooks provided by the government are only general English. So, it makes the teachers follow the materials instead of developing authentic materials with Islamic values that are fundamentally needed by students studying in Islamic institutions, such as modifying the materials from books to reflect Muslim activities. Therefore, the pre-service teachers must expose themselves to integrated materials books and digital materials with Islamic values.

Uygulamadaki Boşluğa, Öğretim Programı Penceresinden Bir Bakış: 2018 İlkokul ve Ortaokul İngilizce Öğretim Programının İncelenmesi

Following global educational trends, many countries have updated or redesigned their English language teaching (ELT) curricula to equip their citizens with the communication skills needed for the 21st century. Turkey is among those countries where the ELT curriculum for primary and secondary schools was updated in 2018 according to the principles of the Common European Framework of Reference for Languages (CEFR). However, problems experienced during the implementation process of the new curriculum imply that some incongruences exist between the intentions and realisations in the Turkish ELT context. To shed some light on the curricular factors that might be hindering the successful implementation of the curriculum, Posner’s (1995) curriculum analysis framework has been applied in this study. It was seen that despite the attention given to objectives, some of these such as, “resembling native speakers” might not be appropriate or realistic for the Turkish context. It was further claimed that the process dimension needs to be strengthened to facilitate the implementation of the curriculum. Finally, it was argued that context-sensitive solutions to suit the local needs through bottom-up approaches should be the priority, if the gaps between formal and operational curricula are to be minimised.

Cultural content of an English textbook in Indonesia: text analysis and teachers’ attitudes

ABSTRACT This study investigates the types of culture (e.g. source culture, target culture, and international culture) that are presented in a high school level English textbook in Indonesia and teachers’ attitudes toward this cultural presentation. Data were obtained from an English textbook nationally prescribed for Grade 10 senior high school students in Indonesia and semi-structured interviews with five English teachers who had used the textbook in their English classroom. The textbook analysis showed that the textbook was dominated by source culture (Indonesian culture), followed by target culture (USA and UK), international culture (e.g. India, Singapore, Argentina, and Italy), and culture-neutral content. The interview analysis showed the teachers’ contrasting views toward the domination of source culture in the textbook. These findings suggest important implications for English language teaching curriculum makers, textbooks writers, and English teachers regarding culture teaching.

Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for English Language Teaching Curriculum

This study aimed to absorb the narratives from the parents on the using of the English Language in terms of utilizing their stories in the different levels of curriculum development, such as teaching activities and strategies. The study analyzed the narratives on their diverse experiences with the English Language and how these stories can contribute to the development of the English Language Teaching (ELT) curriculum. This study was exploratory research that used narratives of bilingual parents from Zamboanga City, Philippines, as the foundation for real-life application of the English language. Forty (40) bilingual parents, who have children as learners of the English Language, were interviewed extensively to navigate their experiences in their real professional lives to extract important stories where the use of the English Language was important for many purposes. Results revealed that the narratives of the bilingual parents, which included real-life examples of using the English Language, can contribute to a better curriculum design for ELT, relevant and timely production of learning materials, and better training programs for teachers on activities and teaching strategies. These narratives are collaborative materials for the schools to consider in designing the English Language Teaching Curriculum. The real-life applications of the English language increase the authenticity and practical value of specific ELT strategies and other teaching-learning styles

Identity as a source of agency for transformative english language teachers

Objective: This study aims to analyze two teacher-researchers’ stories about their socially enacted identities as a source of agency for transformation to revindicate what language teachers have to say and do about themselves and to position them as valid interlocutors of the educational system. Method: We used the narrative inquiry approach to analyze the participants’ small stories. The study attempted to answer the following research question: What reflexive and transformative perspectives do language teachers use to tell their story as English language teaching professionals? The data corresponded to two participants’ meaningful life stories that involved their personal, professional, and academic profiles. Those stories were collected through narrative interviews. Results: The analysis was encapsulated in the category titled Transformative Teachers’ Storied Agency Being Affected by Neoliberal Dynamics. It is defined through two emerging subcategories—Asymmetric Social Relations: Educational Equality through Teacher-Researchers’ Storied Agency Despite the Neoliberalism Hierarchy and Teacher-Researchers’ Decisions and Actions for Tackling the Univalence and Ambivalence of the English Language Teaching Curriculum. Discussion and Conclusion: We account for the participants’ transformative teacher-researcher identity as a site of agency in the frame of macro policies with a neoliberal influencing force. Our definition of the categories reflects one of the lessons we learned after our small story analysis: the concept of storied agency.

Co‐constructing a critical ELT curriculum: A case study in an Indonesian‐based English language teacher education program

The current case study investigated how teacher‐learners (TLs) in an Indonesia‐based undergraduate English language teacher education program learned to apply critical pedagogy (CP) when co‐constructing a critical English language teaching (ELT) curriculum with English language learners (ELLs). CP insights into ELT and second language teacher education are synthesized as a theoretical framework to shed light on how the TLs co‐constructed the critical curriculum. This qualitative research study triangulated data collected from (1) audio‐recorded dialogues between three TLs and their teacher educator (TE) in multiweek classes, (2) video‐recorded teaching sessions when TLs taught ELLs from Papua, and (3) curricular documents and the TLs' reflections submitted on a learning management system. The findings suggest that TLs could raise their critical awareness of (un)fairness or inequalities experienced by ELLs while co‐constructing components of a critical ELT curriculum (i.e., needs analysis, learning objectives, syllabus design, materials development, and lesson planning). TLs' critical consciousness emerged when practicing dialogues with ELLs. Ultimately, reflexivity allowed TLs and their TE to envision improvements of the critical ELT curriculum.

Intercultural citizenship and pre-service teacher education

Abstract This article explores the concept of intercultural citizenship and the significance of involving culturally sensitive issues in English language teaching and teacher education curriculum to train future global citizens. Before exploring ways to implement intercultural citizenship education from K-12 to university level, it is necessary to emphasize the need to integrate “intercultural citizenship education” into teacher education programs. In other words, English language teachers should become intercultural citizens themselves so that they can help their students to become intercultural citizens. In this paper, we emphasize the importance of training interculturally sensitive future teachers of English. In this respect, we report the findings of studies on intercultural telecollaboration projects involving cultural exchange between students in pre-/in-service teacher education programs in Turkey and abroad. We also suggest ways of increasing these intercultural citizenship courses and modules in training teachers to gain intercultural communicative competence and intercultural citizenship skills.

Disinventing Native Speakerism in English Language Teaching

This article explores native speakerism, a chauvinistic ideology, in reference to relevant literature. It first exposes its ideological essence and adverse effects on English language teaching (ELT), and then moves to deconstruct the native speakerist practices concerning English language teachers, English language norm, cultural foundation of ELT curriculum, and teaching methodology, particularly the approaches of communicative language teaching (CLT) and task-based language teaching (TBLT). Through unearthing the culturist essence of native speakerism and the fallacies embedded in native speakerist ELT practices, this study is intended to contribute to eliminating native speakerism and building up more equitable and harmonious ELT profession.

Experiences of non-North American teachers of English in American English-dominant Korean ELT

The dominance of North American (U.S. and Canadian) English is widely prevalent in Korean English language teaching (ELT). Students show more positive attitudes towards American English than any other English variety (Jung, 2005; Yook & Lindemann, 2013), and teachers impart and reinforce American English norms (Ahn, 2017; Ahn, 2011). Administrators and employers consider American English as the sole model for Korean ELT (Ahn, 2013; Harrison, 2010; Jenks, 2017; Song, 2013). Koreans’ preference for American English dates back to the 1950s, when the first national ELT curriculum explicitly favored American English over British English (Lee, 2015). Since then the status of American English as the standard among all varieties of English has been strengthened due to Korea's strong political, military, and economic ties with the US (Harrison, 2010; Yim, 2007).